Open Science Trainer Bootcamp10.30 – 10.50 Open science is... and this is what we are going to do...
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Open Science Trainer Bootcamp April 23, 2019, Belgrade, Serbia
Transcript of Open Science Trainer Bootcamp10.30 – 10.50 Open science is... and this is what we are going to do...
Open Science Trainer BootcampApril 23, 2019, Belgrade, Serbia
Introductions
What we’ll be doing today
● Setting the scene● Who is your audience? ● Identify their training needs● Identify learning objectives● Explore different formats● Design and evaluate your own mini-training● Troubleshooting
10.00 – 10.30 Welcome and introductions10.30 – 10.50 Open science is... and this is what we are going to do today...10.50 – 11.45 Training examples & practical guidance11.45 – 12.00 Coffee break12.00 - 12.30 Openness in training: Open elements in your training; finding open materials12.30 - 13.00 How to give training: focusing on learning objectives & learning outcomes13.00 – 14.00 Lunch14.00 – 16.00 Setting the scene for your training participants and your role as trainer; experience varioustraining formats; design your mini-training16.00 – 16.15 Coffee break16.15 – 18.00 Presentations of the mini-trainings; feedback and evaluation
What is your role as trainer?
Why do you want to give Open Science
Training?
Who is your audience?
How can you reach them most effectively?
What IS Open Science?
This is not an Open Science Training!
Training examples & practical guidance (Helene)
Open Science Training Handbook - Open Science Basics
Open Concepts & Principles
Open Research Data & Materials
Open Research Software & Open
Source
Open Access to Published Research
Results Open Licensing & File Formats
Open Education Resources
Open Peer Review, Metrics & Evaluation
Reproducible Research & Data
Analysis
Open Science Policies
book.fosteropenscience.eu
What is it?
Why is it important?
Learning objectives and outcomes to
achieve
Questions, obstacles, &
common misconceptions
Further resources
Key components: Knowledge & skills book.fosteropenscience.eu
Open Science Training Handbook - Open Science Basics
• Venue• Timing & budget• Equipment & media• Marketing & advertising strategy• Registration • Evaluation→ Check list
Organisational AspectsHow to
•Prepare your workshop• Theoretical learning strategies• Different audiences• Strategies to develop motivation
•Execute your workshop• How to design a course• How to choose content• How to start training
•& reflect on your workshop• Aspects to evaluate
On Learning and Training
Example training outlines
CC BY Martine Oudenhoven
24 exercises:• Format, time needed, topic,
learning objectives, description, materials needed, level of prior knowledge, how to adapt
•Open Science Café• Enable low-threshold
discussion and dialogue between different stakeholders
www.fosteropenscience.eu/content/organise-your-own-open-science-cafe
https://zenodo.org/record/1341023#.XDyZPM1S8l0
Examples for hands-on & interactive Training
Melanie Imming
Visualization
@dasaptaerwin
Visualization
Word cloudsMind maps
Sketching/graphic novelSimplifying difficult concepts
Knowledge Exchange
Stickers
McGuinn, Kate and Spikin, Mike (2017) The Game of Open Access. ttp://eprints.hud.ac.uk/id/eprint/33874/
Gamification
Card/board games
Competitions
Sundsbø, Katrine. 2019. “Open Access Escape Room: The Key to OA Engagement?”. Insights 32 (1): 8. http://doi.org/10.1629/uksg.459
Quizzes
Puzzles
Research Integrity Dilemma Game
https://www.eur.nl/sites/corporate/files/24708_integriteitsspel_interactief_2016.pdf
OpenUP
Engagement
Playful elements
Instant pollswww.mentimeter.com
www.directpoll.com
Rewards & incentives Certificates
Prices
Badges
Brown bag lunchCoffee
Networking opportunity
What was an element of the best training you attended? What was an element of the worst training you attended?
What did all of them have in common?
Share your experiences!
Open Elements in your training(Gwen)
How to improve
the openness
of your training
Being open is being inclusive
•Think about how to get a diverse set of participants and speakers to your training;
•Think about how to get the participants to really engage in your training; how you can make your participants feel comfortable;
•Think about how to make exercises interactive and fun; how collaboration with other participants can help to learn too;
Melanie Imming
Feel free to reuse what is availableLots of people in the OS community have shared their materials: please use whatever they have used and tested!
How to improve
the openness
of your training
Melanie Imming
Reusable CoursesWhat is Open
Science?
Best Practice in Open
Research
Open Access Publishing
Open Peer Review
Sharing Preprints
Data Protection &
Ethics
Open Source Software & Workflows
Managing & Sharing
Research Data
Open Science & Innovation
Open Licensing
www.fosteropenscience.eu/toolkit
Open Science Courses
www.fosteropenscience.eu/toolkit
• Answering burning questions of researchers
• Where relevant, discipline specific examples (CRG, GESIS, DARIAH-EU)
• Interactive content (gamification, quizzes)
• Reviewed by community
Badges
• 5 learning paths • Effort 2-4 hours• Complete a set of courses & get a badge
Learning paths
The Open Peer Reviewer
The Open Access Author
The Reproducible Research Practitioner
https://www.fosteropenscience.eu/trainers-materials
https://www.cessda.eu/Research-Infrastructure/Training/Expert-Tour-Guide-on-Data-Management
How to improve
the openness
of your training
Some examples:
VSNU NL
How to improve
the openness
of your training
Some examples:
OpenAire
Homo Ludens:Man is playful
Gamifyyour training
LIBER Europe
Melanie Imming
Homo Ludens:Man is playful
It does not have to be difficult or
expensive!
Which elements do you want to
share and where?
Content of the training•Slides•Mentimeter results•Exercises•Videos•Raw outputs
Info about the training•Blog •Tweets etc: e.g. via moments•Videos•Structure, concept; e.g. as a FOSTER resource
Melanie Imming
What is important if you want to
share elements of
your training?
Ask for permission in advanceYou have to ask people for their consent if you want to share materials like photos or videos that they are included in. If you do so in advance, you never have to worry about that later;
Use proper licensesIf you make sure to use the proper licenses while preparing your slides, exercises and videos etc, you don’t ever have to worry about that later;
Melanie Imming
Some examples:
What is important if you want to
share elements of
your training?
FutureTDM
ExerciseWarm-up exercises!
Did you ever have a really good exercise to get to know each other?
Time for Coffee ca.11:45
Finding open materials and understanding what you can and
cannot do with them(Gwen)
Part of How To Attribute Creative Commons Photos by Foter, licensed CC BY SA 3.0
50 shades of OPEN
https://s3-eu-west-1.amazonaws.com/gwenfranck/slotsCC/slotCC.html?fbclid=IwAR3GogSvkgQjVDYvQkIHrcq5JNviGDEr-itFVm5Ysu7niZvNb8QzBLkiKUo
How to give training(Helene)
Didactic Concepts - Basic RulesCognitive load• We only learn 3-4 new things at a time simplify, reduce,
prioritize
Spaced learning• We need to hear things several times to remember it properly
• repeat
Formative assessments• Answering questions can be a great way of learning (no pressure &
immediate feedback) think about good questions that truly engage trainees & enable immediate feedback
Adapted from Jan Jensen: Key didactic conceptshttp://proteinsandwavefunctions.blogspot.com/2015/08/writing-informed-teaching-statement-for.html
Didactic Concepts - Examples
• Active Learning– Active engagement in learning process, rather than
"passively" absorbing
• Reading, writing, discussion, and engagement in solving
problems, analysis, synthesis, and evaluation
• Learning by doing (e.g. flipped classroom)
• Cooperative learning (e.g. peer instruction)
https://book.fosteropenscience.eu/en/03OnLearningAndTraining/
Didactic Concepts - ExamplesTwenty-Minute-Rule
● Don‘t speak longer than 20 minutes● Practical exercise or change of topic
ECLASS Reference● E = Explain Overview, rationale, goals● C = Clarify From general overview to specific details● A = Act Hands on assignments● L = Look Review examples (illustrations, animations, videos etc.)● S = Share Student interaction, exchange● S = Self Evaluate/Submit Self evaluate & complete course
https://www.westga.edu/~distance/ojdla/winter34/gerson34.html
Klaus W. Döring: Handbuch Lehren und Trainieren in der Weiterbildung. Beltz Verlag (Weinheim, Basel) 2008.
Adapted from René Schneider & Eliane Blumer: https://doi.org/10.5281/zeno
do.1208212
Teaching Adults● Understand how adults learn to be effective
● Theory of Andragogy (adult learning):○ Emphasis on process of learning○ Use problem-based and collaborative learning
approaches ○ Emphasis on equality between teacher & learner
https://docs.google.com/document/d/1ohUqqST7Q23styDUlU6t25W2q7rvYpvbr_ZlsJxOfjA/edit
Teaching Adults
https://docs.google.com/document/d/1ohUqqST7Q23styDUlU6t25W2q7rvYpvbr_ZlsJxOfjA/edit
Teaching Adults
Cognitive levels of a learning process
Plan based on outcomes rather than objectives
(Helene)
Learning Objectives
● Describe the intentions of the instructor by stating the purpose & goals of the course.
● Focus on the content & skills important within the programme.
● May describe what the instructors will do.
● Should be specific & detailed.
https://open-science-training-handbook.gitbook.io/book/on-learning-and-training
Learning Outcomes
https://open-science-training-handbook.gitbook.io/book/on-learning-and-training
● Measurable & essential mastered content-knowledge
● Skills, competencies, and knowledge that trainees have achieved and can demonstrate → what the trainees will be able to do
● Assessable and can be evaluated against criteria
→ Clear and measurable criteria for guiding the course’s teaching/learning/assessment process.
Learning Objectives & Outcomes – Example https://www.fosteropenscience.eu/learning/what-is-open-science
<<This introductory course will help you to understand what open science is and why it is something you should care about.
You'll get to grips with the expectations of research funders and will learn how practising aspects of open science can benefit your career progression.>>
Learning Objectives & Outcomes – Example<<Upon completing this course, you will:• Understand what Open Science means and why you should care
about it
• Be aware of some of the different ways to go about making your own research more open over the research lifecycle
• Understand why funding bodies are in support of Open Science and what their basic requirements are
• Be aware of the potential benefits of practicing open science>>
https://www.fosteropenscience.eu/learning/what-is-open-science
It’s up to you …
When designing training:
1. Think first of objectives
2. List what outcomes you want your audience to achieve
3. Design all your practical exercises around specific outcomes.
It’s up to you … - Exercise
● In groups of 2 …
● Each pick an aspect of open science that interests you.
● Write it down.
● Think of learning outcomes for training on your chosen aspect.
● Compare & discuss the results in your group.
Learning Outcomes Review Checklist● Is it measurable?
● Does it target a discrete aspect of expected performance?
● Is it student-centered?
● Does it utilize an effective, action verb that targets the desired level of performance?
● Does it measure a range of educational outcomes?
● Does it match instructional activities and assessments?
● Does it specify appropriate conditions for performance?
● Is it written in terms of observable, behavioral outcomes?
https://teaching.cornell.edu/resource/learning-outcomes-review-checklist
What works and what doesn’t? - Exercise
What methods do you, and could you, use to
• drive attention to your training activities?
• drive up attendance at your training activities - how can you turn REGISTRATION (i.e. interest) into ATTENDANCE (i.e. action)?
• to measure and evaluate your impact?
https://docs.google.com/document/d/1ohUqqST7Q23styDUlU6t25W2q7rvYpvbr_ZlsJxOfjA/edit
Time for Lunch 13-14:00
Designing your own mini-training(Gwen)
Pick a Card:
TRAINING TYPEAUDIENCE SIZEAUDIENCE TYPE
KNOWLEDGE LEVEL
Design your own training
TOPIC(s): choose per group
Create a PERSONA
Create a training (1,5 hour)●Structure●Materials●Exercise●...
Design your own trainingPresent your plans to the other groups (5 mins):(note: you don’t have to give the training, just describe what you will do!)
Troubleshooting:
AUDIENCE MOODDISTURBING FACTORS
EVALUATION ●Is the proposed training appropriate for audience size, type and level of knowledge?
●Are the training materials adequate, understandable and accessible?
Training Type
Audience SIZE
Audience TYPE
Knowledge Level
The Unpredictable: Audience Mood
The Unpredictable: External factors
Thank you! Questions?Facebook: @fosteropenscience
Twitter: @fosterscienceYoutube: FOSTER Open Science
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 741839
[email protected] @g_fra
[email protected]@HeleneBrinken
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 741839
